Prosocial risk taking and interpersonal regret in children: An individual differences study

The relations between prosocial risk taking (taking a risk to benefit another person; PSRT) and interpersonal regret (regret that one's choices have caused a poor outcome for another person) were examined in 192 children aged 7–9. PSRT was measured by children's choices within a gambling task in which one choice guaranteed participants a good prize whereas the other involved risking this prize to help a peer also win a good prize. Interpersonal regret was assessed within the same task by examining children's change in emotion when they learned they would have won a better prize for a peer had they chosen differently. Performance on this task was also examined in relation to sympathy and resource sharing. Findings indicated that the operationalizations of PSRT and interpersonal regret were meaningful. Children who took a prosocial risk were more generous in a resource sharing task. In some circumstances, children who took a prosocial risk were also more likely to experience interpersonal regret than those who did not take a prosocial risk, indicating that experiencing interpersonal regret may be related to individual differences in prosociality. However, experiencing interpersonal regret did not have a direct effect on subsequent prosocial behavior, when measured by resource sharing. We consider findings in relation to a possible distinction between outcome and process regret and the generalizability of the behavioral consequences of regret.     

Cultural Transmission of Tool Use in Young Children: A Diffusion Chain Study

Developmental and gender effects in the transmission of information about a tool-use task were investigated within a 'diffusion chain' design. One hundred and twenty-seven children (65 three-year-olds and 62 five-year-olds) participated. Eighty children took part in diffusion chains in which consecutive children in chains of five witnessed two attempts on a tool-use task by the previous child in the chain. Comparisons were made between two experimental conditions in which alternative techniques were seeded and a third no-model control condition. Children in the diffusion chains conformed to the technique they witnessed, in one experimental condition faithfully transmitting a technique absent in the no-model condition. Five-year-olds displayed more robust transmission than three-year-olds, and boys were both more competent and displayed stronger transmission than girls.     

‘You Feel Sad?’ Emotion Understanding Mediates Effects of Verbal Ability and Mother–Child Mutuality on Prosocial Behaviors: Findings from 2 Years to 4 Years

Early individual differences in prosocial behaviors are pivotal for children's peer relationships. To investigate the interplay among verbal ability, emotion understanding, and mother–child mutuality as predictors of prosocial behaviors, we observed 102 children at the ages of two, three, and four. All time points included verbal ability and emotion understanding tests and both video‐based and maternal ratings of prosocial behavior. The first two time points also included video‐based ratings of mother–child mutuality. The third time point included teacher ratings of prosocial behavior and an experimental task. Regression analysis demonstrated robust associations between emotion understanding at the age of three and prosocial behavior at the age of four. Path analysis showed that emotion understanding at the age of three mediated associations between verbal ability/mother–child mutuality at the age of two and prosocial behavior at the age of four.     

Preschool Children's Anticipation of Recipients' Emotions Affects Their Resource Allocation

The present study investigated the impact of preschoolers' anticipation of recipients' emotions on their resource allocation decisions. Three‐ to six‐year‐old children participated in one of three different scenarios before performing a resource allocation task. In the Other condition, children were led to think about another person's emotions when being shared with or not being shared with. In the Self condition, children were led to think about their own emotion when being shared with or not being shared with. In an epistemic control condition, children were asked to think about another person's knowledge state. The results showed that children were able to attribute different emotions to the respective recipient when being shared with or not being shared with. Children in the Other condition and the Self condition were more likely to allocate resources to the other when decisions were not associated with costs. Moreover, correlational analyses demonstrated that the more negatively children rated the emotion of the recipient when not being shared with the more they were to allocate resources to the recipient. This indicates that children's inclination to allocate resources to another person can be promoted by their awareness of a recipient's negative emotions when not being shared with.     

Effects of Person‐ and Process‐focused Feedback on Prosocial Behavior in Middle Childhood

The effects of person‐ and process‐focused feedback, parental lay theories, and prosocial self‐concept on children's prosocial behavior were investigated with 143 9‐ and 10‐year‐old children who participated in a single session. Parents reported entity (person‐focused) and incremental (process‐focused) beliefs related to prosocial behavior. Children completed measures of prosocial self‐concept, then participated in a virtual online chat with child actors who asked for help with service projects. After completing the chat, children could assist with the service projects. In the first cohort, children were randomly assigned to receive person‐focused, process‐focused, or control feedback about sympathy. In the second cohort, with newly recruited families, children received no feedback. When given process‐focused feedback, children spent less time helping and worked on fewer service projects. When given no feedback, children spent less time helping when parents held incremental (process‐focused) beliefs. Children with higher prosocial self‐concept who received no feedback worked on more service projects.     

Equality,equity, or inequality duplication? How preschoolers distribute necessary and luxury resources between rich and poor others

The present study investigated preschoolers' multiple sociomoral considerations (equality, equity, and perpetuating inequality) in a third‐party context of social inequality. Using a resource allocation task involving one wealthy and one poor character, we examined how 3–5‐year‐old children (N = 100) allocated either necessary (must‐have) or luxury (nice‐to‐have) resources. In addition, preschoolers' emotions, reasoning, and judgments were assessed. Results indicated that preschoolers distributing more resources to wealthy than poor others displayed a decision‐making pattern distinct from preschoolers allocating equally or equitably and largely matched the numeric proportions of the inequality in their allocations. In addition, preschoolers were sensitive to the differential implications of necessary and luxury resources, thereby considering others' needs in their moral decisions. Emotions were related to reasoning, but did not mediate the relationship between judgment and behavior. These findings demonstrate novel aspects of preschoolers' multifaceted moral considerations in the context of resource inequality.     

Imagining contact reduces prejudice in preschool children

We examined the effectiveness of an imagery‐based strategy designed to reduce prejudice in preschoolers in Italy. Three studies involving different target groups (disabled children, Black children) were conducted within Italian preschools. Children (4–6 years) were asked to imagine and draw meeting an outgroup member (Studies 1 and 2) or to imagine writing a letter to an outgroup member (Study 3). Results revealed that preschoolers in the experimental condition, relative to a control group, reported less intergroup bias in the form of contact intentions and resource allocation as well as greater behavioral inclusiveness; effects were mediated by improved intergroup attitudes. Our findings are important in understanding ways that promote positive intergroup relations in ways that align with the interests of young children.     

Trajectory of quality of mother-child interactions: Prospective links with child socioemotional functioning

Research shows that the quality of mother-child interactions is a robust antecedent of child socioemotional functioning. Yet, relatively little is known about the evolution of this relational quality over time, and even less about how changes in relational quality may bear on child adjustment. This study aimed to describe the trajectory of quality of mother-child interactions between ages 2 and 7 and to investigate associations between individual differences in this trajectory and child socioemotional functioning at age 8. In a sample of 233 mother-child dyads primarily comprised of White French-Canadian mothers, the quality of interactions was assessed during 10-min play sequences when children were aged 2, 4, and 7 years. Child internalizing, externalizing, and prosocial behaviors were reported by a subsample of 171 teachers at age 8. The results showed that on average, quality of mother-child interactions decreased over time. In terms of individual differences, children who experienced a slower decrease in the quality of interactions with their mother from 2 to 7 years showed less internalizing behavior at age 8, over and above initial quality at 2 years. Children involved in higher quality interactions with their mother at 2 years showed more prosocial and less externalizing behavior at age 8, independent of the subsequent decrease in the quality of those interactions. The findings suggest that initial levels and subsequent changes in the quality of mother-child interactions are two distinct indicators of their relationship with potentially different implications for child adjustment.     

Normative Beliefs About Prosocial Behavior in Middle Childhood: What Does It Mean to Be Nice?

Our purpose in the present studies was to discover what types of prosocial behavior children consider to be normative and how systematically varying the gender combinations of the actor and target child impacts those beliefs. Two studies were conducted (n = 468 and = = 393 third-through sixth-grade children) in which participants were asked to describe normative prosocial behaviors in their peer groups. A content analysis of children's responses revealed that relationally inclusive acts (behaviors that initiate and sustain relationships) were cited by children significantly more often than the types of prosocial behaviors typically assessed in past research (e.g., helping, sharing). Further, the kinds of prosocial behaviors cited varied as a function of children's age and the gender of the actor and target.     

The Cognitive Basis of Future-oriented Prosocial Behavior

Two experiments examined the development of future-oriented prosocial behavior in relation to developing theory of mind and executive functioning. Children from 3;0 to 4;6 were given a series of trials in which they had to make a choice between immediate and delayed sticker rewards, where these rewards accrued either to self, to a play partner, or were shared. They also were presented with standard theory of mind tasks (in Experiment 1) assessing the understanding of belief and desire and an executive function task (in Experiment 2) in which the children had to inhibit pointing to a baited box in order to win the cookie within. Results showed that for 4-year-olds, the tendency to opt for delayed rewards in order to share with the partner was correlated with theory of mind. For younger 3-year-olds, the children's ability to inhibit pointing to the baited box was significantly correlated with the tendency to choose delayed over immediate sticker rewards. These results indicate that children's ability to show future-oriented prosocial or sharing behavior is linked developmentally both to the ability to imagine conflicting noncurrent mental states and the ability to inhibit responding to perceptually salient events.     

Need,well‐being and outcomes: the development of policy‐thinking for children's services 1989–2004

This paper describes how government policy thinking about the well‐being of children and young people developed between the Children Act 1989 and the Children Act 2004. These two Acts are milestone statements about how services to children in England and Wales should be delivered. It is an account informed by the author's own experience as a government adviser on children's social care over much of this period and supporting documentation. It traces the strands of government policy thinking about how to deliver services for children from children in need to the articulation of the five Every Child Matters outcomes. It argues that attempts to achieve coordinated service planning for children and young people played a significant role in the formulation of shared objectives and the articulation of child outcomes. However, it argues that looking at real outcomes exposes how children in the UK do relatively badly compared with other rich nations. It questions whether we can realistically expect our services to deliver significantly improved outcomes given the impact of enduring inequality in our society. This paper is dedicated to the memory of David Lambert CBE, former Assistant Chief Inspector of the Social Services Inspectorate in London, who died suddenly on 7 October 2010. He lent me articles to assist me in writing this paper.     

Entering a New Peer Group in Ethnically and Linguistically Diverse Childcare Classrooms

This short‐term longitudinal study examined changes over time in social competence with peers as a function of child and classroom characteristics. One hundred and seventy ethnically diverse low‐income children, all new to their peer groups, entered childcare classrooms with heterogeneous entry policies and ethnic/racial compositions. We observed them with their teachers and peers at entry and again six months later. Observers rated aggressive, anxious/withdrawn, and prosocial behavior with peers and observed complexity of peer play. Children who lacked peers with a shared ethnic heritage and children who spoke a different language at home than the language most often used in the classrooms appeared to be struggling with peer interaction six months after entry into the peer group. Children who had a peer who shared their ethnic heritage and entered the most ethnically diverse classrooms increased their complex peer play more than other children.     

Developing Evidence-Based Interventions for Foster Children: An Example of a Randomized Clinical Trial with Infants and Toddlers

Children who enter foster care have usually experienced maltreatment as well as disruptions in relationships with primary caregivers. These children are at risk for a host of problematic outcomes. However, there are few evidence-based interventions that target foster children. This article presents preliminary data testing the effectiveness of an intervention, Attachment and Biobehavioral Catch-up, to target relationship formation in young children in the foster care system. Children were randomly assigned to the experimental intervention that was designed to enhance regulatory capabilities or to a control intervention. In both conditions, the foster parents received in-home training for 10 weekly sessions. Post-intervention measures were collected 1 month following the completion of the training. Outcome measures included children's diurnal production of cortisol (a stress hormone), and parent report of children's problem behaviors. Children in the experimental intervention group had lower cortisol values than children in the control intervention. Also, the experimental intervention parents reported fewer behavior problems for older versus younger foster children. Results provide preliminary evidence of the effectiveness of an intervention that targets children's regulatory capabilities and serve as an example of how interventions can effectively target foster children in the child welfare system.     

Representations of Parent–Child Alliances in Children's Family Drawings

The purpose of this study was to investigate relationships between children's representations of parent–child alliances (PCA) and their peer relationship quality, using a new scale that was developed to rate representations of PCA in children's family drawings. The parent–child alliance pattern is characterized by a relationship between parent and child that is stronger than the marital relationship. We used family drawings to assess children's (at the ages of 4–8 years) representations of alliances because it is often difficult for children to express their perceptions of family dynamics verbally. Children whose drawings were rated higher in PCA were rated lower in prosocial behavior and assertiveness and higher in social problems by their teachers. These relationships were stronger for boys than for girls.     

Special Needs,Relationship Type and Distributive Justice Norms in Early and Later Years of Middle Childhood

Sensitivity to relationship type and level of need in distributing rewards for work done was investigated with classmates who were best friends, acquaintances, or children with special educational needs (SEN). Children (N = 142) aged 8–11 years completed measures of reward allocation, monitoring of task inputs and belief in a just world (BJW). An increase in children's sensitivity to relationship type and need was found with age in reward allocation and monitoring of task inputs. Among older children, BJW varied with relationship type and monitoring of task inputs. Findings support the characterization of relationships with acquaintances as exchange relationships, with best friends as symmetrical communal relationships, and with children who have SEN as asymmetrical communal relationships.     

Prosocial Tendencies among Chinese American Children in Immigrant Families: Links to Cultural and Socio‐demographic Factors and Psychological Adjustment

The present study examined relations between prosocial tendencies (dispositional sympathy and prosocial behavior) and psychological adjustment using a multi‐method and multi‐informant approach in a socioeconomically diverse sample of first‐ and second‐generation Chinese American children from immigrant families (N = 238, M age = 9.2 years). We tested the concurrent associations between: (a) children's dispositional sympathy (rated by parents, teachers, and children, and observed prosocial behavior), (b) psychological adjustment (parent‐ and teacher‐reported externalizing problems and social competence); and (c) cultural and socio‐demographic factors (children's Chinese and American orientations, family Socioeconomic Status (SES), only child status, and children's age, sex, and social desirability). Results from correlations and structural equation modeling suggested that different measures of prosocial tendencies related differently to children's psychological adjustment. Parent‐ and teacher‐rated sympathy were associated with higher child social competence and lower externalizing problems within, but not across, reporter. By contrast, child‐rated sympathy was associated with higher teacher‐rated social competence, and observed prize donation was associated with lower teacher‐rated externalizing problems. Different measures of prosocial tendencies also showed different relations to cultural and socio‐demographic factors. These findings suggest that prosocial tendencies are not a unitary construct in Chinese American immigrant children: the manifestations of prosocial tendencies and their adjustment implications might depend on the context and/or targets of these tendencies.     

Predicting Children's Prosocial and Co‐operative Behavior from Their Temperamental Profiles: A Person‐centered Approach

The goal of this study was to examine how aspects of self‐regulation and negative emotionality predicted children's co‐operative and prosocial behavior concurrently and longitudinally using the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development. Mothers completed measures of children's temperamental proneness to negative emotionality and self‐regulation at 54 months. Teachers and parents completed measures of children's co‐operative and prosocial behavior at 54 months, first grade, and third grade. A latent profile analysis of the temperamental variables revealed four profiles of children: those high in regulation and low in negative emotionality, those moderate in regulation and moderate in negative emotionality, those low in regulation and high in negative emotionality, and finally those who were very low in regulation but high in anger emotionality. Generally, children with profiles that were high or moderate in terms of regulation and low or moderate in terms of negative emotionality were rated as the most prosocial and co‐operative. Children with profiles that were less well regulated and who were high in negative emotionality (particularly anger proneness) were rated as less co‐operative and prosocial by parents and teachers.     

Children's experiences with an intervention aimed to prevent further physical abuse

Although many children across cultures are victims of physical abuse, few treatment models target these children and their parents. In Sweden, Combined Parent–Child Cognitive Behavioural Therapy for families at risk for child physical abuse has been successfully used according to pretreatment and posttreatment studies. However, few studies have explored how physically abused children experience treatment. This study includes 20 physically abused children aged 9–17 who completed Combined Parent–Child Cognitive Behavioural Therapy. Children had a positive overall impression of the treatment and highlighted addressing the abuse, as well as processing their experiences as particularly essential. Children described a positive transformation in their family life as a result of treatment, including violence cessation and bonding among family members. Children experienced the intervention as inclusive and child‐friendly. The implications of the promising findings are discussed.     

Child Temperament as a Mediator of Mother-Toddler Problem Solving*

This paper is concerned with the role of child temperament in regulating adult-child cognitive interaction. Two studies were conducted to investigate whether child temperament as rated by the mother at an earlier time relates to maternal guidance and partner involvement on a joint task at a later time. In Study 1, 26 2.5-year-old children and their mothers participated in joint problem solving followed by a child-only posttest involving related tasks. Children rated as having more difficult temperaments received more cognitive assistance and disapproval from their mothers, as well as greater involvement from them in more challenging aspects of the tasks. Temperament was not related to child involvement during the joint task nor to task performance during the interaction or on the posttest. In Study 2, another group of 26 2.5-year-old children and their mothers participated in joint problem solving using different tasks than in Study 1. Results from Study 2 replicate those of Study 1. Also, children rated as having more difficult temperaments performed more poorly on the individual posttest. Results support the suggestion that child temperament may mediate the cognitive opportunities that arise during parent-child collaboration and are discussed in relation to Vygotsky's notion of the zone of proximal development.     

Relations between Theory of Mind and Indirect and Physical Aggression in Kindergarten: Evidence of the Moderating Role of Prosocial Behaviors

The present study examined the association between theory of mind and indirect versus physical aggression, as well as the potential moderating role of prosocial behavior in this context. Participants were 399 twins and singletons drawn from two longitudinal studies in Canada. At five years of age, children completed a theory of mind task and a receptive vocabulary task. A year later, teachers evaluated children's indirect and physical aggression and prosocial behavior. Indirect aggression was significantly and positively associated with theory of mind skills, but only in children with average or low levels of prosocial behavior. Physical aggression was negatively associated with prosocial behavior but not with theory of mind. Each analysis included gender, receptive vocabulary, and the respective other subtype of aggression as control variables. These results did not differ between girls and boys or between twins and singletons. Theoretical and clinical implications of these findings are discussed.